Trends in Educational Activity in the Field of Mechanism and Machine Theory (2018–2022)

In the renewed master’s program in product development at RWTH Aachen University, a new teaching concept has been introduced with the course “Applied Design and Product Development I and II”. Students can apply the knowledge they have acquired during their studies in the fields of design, product development and project management in an industry-oriented manner. Together with an industry partner from the mechanical engineering industry who provides a design assignment, the product development process takes place over the course of a year—from the blank sheet of paper to a finished prototype. The industrial partner benefits from the students’ knowledge and performance thanks to their advanced academic background and their ability to view the project from a different perspective. This results in a practical experience for the students. Thus, the course “Applied Design and Product Development I and II” represents a synergy for the university students and industrial researchers. In this paper, the teaching concept is presented based on the project task from 2020.

University Carlos III of Madrid (UC3M), Technical University of Madrid (UPM) and the vocational college Salesians Atocha (CSA), have been steadily working on teaching their subjects through the Project-Oriented Learning (POL) methodology. Later they also implemented more didactics methodologies to achieve higher development in the competences of students. These schools incorporated Service-Learning (SL) and Knowledge-Transfer (KT), by means of several tools such as Dynamic Technical Documentation (DTD), Google Suites and Moodle. Recently, other teaching methodologies have been added during COVID 19 pandemic, which pay special attention to units which are particularly difficult to understand, didactic methodologies such as “Kounaikenshuu”, “Flipped Classroom”, and tools such as “Portfolio”, “Plickers” and “Kahoot”. The implementation of these new didactic methodologies make possible not only improve students’ academic training but also achieved the competencies marked for the Bachelor Degree in Mechanical Engineering at UC3M and UPM and for Mechanical Fabrication in CSA These results were also confirmed by the satisfaction surveys carried out by the collaborating partners of the projects which showed improvements of between 19 and 43% in theoretical training and between 53 and 68% in practical training at UPM, whereas in CSA, the improvement in theoretical training was 22 and 85% in practical training according to the criterion of the partner-collaborators.

The article discusses the strategies for involving students into active learning activity during studying Mechanism and Machine Science (MMS), and developing students’ cognitive competencies and metacognitive skills. Virtual labs as a learning methodologies and tools show good results and perspectives. The creative problem-based learning has been shown to be effective in education, but is not a focus of MMS courses. Brain Storming, TRIZ, Synectics, and other creative problem-solving methods can be adapted for the active MMS learning. The article suggests the adaptation of the SCAMPER, a brain storming method for solving several problems concerning structural analysis, kinematics, and gear trains.

The article discusses the modification of RRPR linkage containing D31 dyad. The analysis shows that the angular position of the leg with respect to the slider has no effect on the motion of the output link. The chains with different angles between leg and slider are kinematically isomorphic and equivalent to the basic mechanism with a right angle between these elements. The investigation of limiting positions allows finding simple relationships that predict the rotational behavior of this mechanism modification based on the link lengths. Such an analysis can contribute to the MMS Olympiads process and can be used in MMS study courses. It fills in the gaps and builds bridges between the different parts of the study course regarding the popular simple plane mechanism.

A change in the pedagogical approach and techniques is established in two subjects of the Mechanical Engineering Degree of the University of Cantabria, in order to solve problems detected during the last decade and accentuated with the pandemic. Specifically, in first pilot, two main changes are to be performed with respect to previous years. A mixed pedagogical approach is adopted, where both the Traditional and Flipped Classroom are combined, making the class time more valuable and engaging better with the students, and a collaborative project to an “open-problem” is proposed for the students to solve in groups of three, where the majority of the competences are exercised. In this regard, the use of Technology Enhanced Learning has been seen essential in order to facilitate students’ access to the knowledge and contents. In University of Cantabria context, Kaltura tool was used for this purpose, which is embedded in Moodle platform. In the second pilot, students currently have the contents of the course in “slide” format before the class sessions, therefore, the generation of audiovisual resources will consist of the complement and support of the current teaching mechanisms used. In order to aid a better student follow-up, a one-year action plan has been developed. Within this plan, it is the second month of the project and therefore, the need of the audiovisual resources has been outlined and some videos have been created.

This paper presents the Flipped Classroom Methodology applied to teaching Machine Design. The document answers a question regarding teaching Machine Design in virtual media. The Flipped Classroom Methodology combines new technological tools with disruptive teaching concepts, plus the student's ability to search for information within the net. The teacher's role became selecting the most appropriate reading material, the relevant examples and exercises for working at home, and the definition of classroom activities for shearing and socializing the knowledge. In this way, the students should exchange their learning experiences, and their doubts become the center of discussion. The teacher is no longer the knowledge supplier but instead leads the group to find the answers. The flipped classroom methodology extends the classroom environment beyond the traditional classroom limits. The methodology links, through the new internet technologies, the available sources of information, the student's timing, and the possibility of the shearing learning experience. This paper presents the experience of using the flipped classroom methodology for teaching Machine Design.

Compliant or pseudo-rigid mechanisms that can provide optimal motions, carry out particular tasks, and cope with mechanical vibrations represent a challenge for its dimensional synthesis and mechanical design. These mechanisms gain mobility owing to the relative displacement of a joint or flexible-member deflection. Thus, they perform movement, force, and energy transfer during deflection. This study builds on the near-optimal dimensional synthesis of a flexible frame mechanism, by discussing the effects of a pivot point at toggle positions. Certain assumptions are made. Specifically, the customary closed-loop algebraic equation constraints are relaxed by inequality constraints.

A physical four-bar linkage prototype was synthesised in which one pivot revolute joint was linked to the engine assembly of a Formula Student Car. Thus, the mechanism frame became a flexible link. The mechanism has a large torque gain, as with a low torque at the input crank supplied by a servomotor steer by wire, and a high output torque is produced at the rocker arm. The entire system demonstrated good performance in terms of its reliability when operating the clutch, driving ergonomic operation using cams at the steering wheel and a well-suited clutching time when compared to the other solutions.

Today’s world is full challenges and uncertainties. In the context of continuous changes and evolutions, future engineers need to be able to access, comprehend, assess, synthesize, and apply viewpoints and knowledge from different domains. Since one of the main problems new generations have moved to environmentally related task, such as clean water solution, or energy generation and management. The experience obtained by researcher while working in interdisciplinary international projects like Reffect Africa, where the lack of access to basic results is tackled must be transferred to students. In this context, this work presents a methodology to approach machines and mechanism theories to electrical engineers. Likewise, another methodology to flip the previous target by using machines design is introduced. This work focusses on discover what learning process stimulate the development of technical knowledge and acquisition to develop new trends and teaching plans.

Two different methodologies are analysed for the implementation of continuous assessment tests in “Physics I” subject, which is taught for the introduction to mechanical physics, taught through the distance learning methodology. The results of the evaluation using the two methodologies in two different courses are analysed and the opinion of the students and the Mentor-Professors (MP) of the subject is analysed through the realization of surveys. One methodology (M1) is based on the asynchronous completion of a series of exercises related to the contents of the course. The other (M2) is based on the synchronous completion of online forms in which answers must be given to theoretical and practical questions about the contents of the course. The results show that there is a discordance between the methodology that gives the best results in terms of evaluation (M1) and the one preferred by the MP and students of the subject (M2).

In this work, audiovisual guides for laboratory classes on hydraulic machinery in distance learning engineering programs are developed and evaluated. The aim of these guides, which can be viewed directly within the virtual classroom via computer, tablet or mobile phone, is to provide students with an accurate knowledge of the tasks they will have to perform and of the equipment they will handle during the laboratory classes, in order to make the best possible use of the available time during the lab sessions. A key aspect in the development of the guides was to achieve a final format with a relative small size and, at the same time, a reasonable good image and sound quality. In addition, the guide is intended to provide the learner with the highest possible degree of self-sufficiency. The efficiency of the guides is assessed by means of the results of questionnaires answered by students before starting the laboratory classes and by analyzing the development of the lab sessions.

In order to introduce the students of the Mechanical Engineering Degree in the design and manufacture of a mechanical element, it is proposed the development of a practice to obtain the spoiler of an automobile vehicle. The technique to be used will be hot wire cutting; this technique, although known by the students, has not been used during their studies or practices of Degree. Hot wire cutting is a manufacturing technique that basically consists of heating a nichrome wire by electrical resistance. The profiles will be manufactured and a metallic arch will be used, where the nichrome wire will be heated to melt blocks of extruded polystyrene foam following the contour of these aerodynamic profiles to finally extract the core. The aim is for the student to put into practice the technical knowledge acquired during his studies and to develop personal skills that can help them in their professional life. The best way for a student to be stimulated and to have an adequate learning process is to complement the theoretical sessions with practical sessions.

Many universities offer optional courses within the curricula of studies that students can choose based on their interests. Usually, they are short courses of 3 ECTS (credits) but in some cases they can be proposed up to 6 ECTS. Moreover, they are often common to several degree courses, so the topics covered should be more general and transversal with respect to the specific engineering curriculum. In this paper, the background significance of the History of Mechanisms and Machine Science (MMS) is discussed by re-proposing a short course in technical formation curricula for engineers, preferably at Bachelor levels. After reviewing some previous preliminary experiences, the course proposal is outlined as based on the expectations in learning outcomes and with a general structure referring to basic literature. The target is to provide historical education backgrounds within the formation curriculum of a modern engineer.

The present works were conceived to be exhibited during the 2022 European Researchers’ Night (ERN 2022), at the University of Modena and Reggio Emilia. The idea is to illustrate the key concepts of mechanical vibration through the use of 3D models and virtual simulation analysis. The paper is directed to high school students planning to enroll in a mechanical engineering bachelor’s degree, in order to approach or consolidate some fundamental concepts of mechanical vibration. Topics not easy to explain, such as the natural frequencies of a body, could be presented more effectively using physical models. Mathematical formalism will be kept to a minimum, as it is beyond the scope of this paper.

The necessity to prepare primary students with twenty-first-century skills through STEM-related teaching has considerably grown in the last two decades. Trainings, where robots are built from kits, programmed and tested, are a modern form of interdisciplinary education dedicated to children and youths. Classes in robotics are then expected to strongly impact on the development of mathematical literacy, scientific-technical information, and social competencies. To address this objective, the authors of this paper have developed a robotic toolkit which can be employed through a series of curricula as a case-study, design platform and test bench. Notably, the robot presented in this work is shaped like a fish and embodies all the motion functionalities of its biological counterpart, meaning the capability to swim in the aquatic environment and perceive its status. This paper also focuses on the group activities followed by primary students to learn the fundamentals of physics and machine mechanics before practicing with the mechatronic components of the toolkit. Finally, the bio-inspired architecture and the presence of the water element are aimed to raise awareness of aquatic environment protection in the younger generations.

The healthcare sector has always been the crucible for a high level of technology, as its use has a direct impact on life expectancy and the probability of recovery from a disease. In Italy the ITS Academy Foundation for New Life Technologies Alessandro Volta created AI-dedicated programs to educate skilled technicians in the development, setup, testing and service of complex software and hardware solutions for healthcare. The newest tools and methods make high use of Artificial Intelligence and robotics to help sanitary personnel in the diagnosis and treatment of diseases. In this paper, we describe the introduction of an AI and robotics class within the 2-year post-high-school program at the ITS Volta institute. The course gives students the ability to understand and manipulate the key components of complex software solutions, such as the one embedding robot control systems or AI algorithms.

The final aim of education and training in additive manufacturing is to reach competences and skills in 3D printing, but its potential in different fields and scopes of application goes beyond it. This paper presents an overview of the competencies and skills that must be developed to train students in this field at different educational levels; but also presents a set of dimensions with potential application of additive manufacturing, which allows us to understand the need for comprehensive training in this field and its role in the era of digitization and education in STEAM subjects.

This paper explains a computational tool for the kinematic analysis of a complex mechanical system. This software, implemented in MATLAB, was designed to complement the teaching of undergraduate students in mechanical engineering in the field of mechanism design. The basic mechanism is an articulated system of links used in the leg of the biped robot Mimbot. The software consists of implementing a series of parametric models of the leg of the biped and allows detailed knowledge of the kinematic behaviour of the leg according to each of the model parameters to be analyzed. The program contains 5 modules, with different levels of difficulty, from the basic mechanism (Tchebyshev’s mechanism coupled to a pantograph mechanism and 1 degree of freedom) to a complex mechanism with 3 degrees of freedom and two linear actuators. With this software, the students will learn to model the equations defining motion trajectory, and identify their corresponding graphs. In addition, this software aims to show students a compact, robust, friendly way, exploring the possibilities that certain variations or adjustments in some kinematic parameters of the mechanism can provide in the setting of other kinematic variables.

Nowadays, teaching of MMS involves the use of multimedia and software tools and that facilitate the understanding of theoretical contents and the development of practical activities. In recent years, specific purpose tools have been developed for this purpose. However, since the constant improvement of general-purpose programs in the field of mathematics or computer-aided design, which increasingly include more toolboxes and more intuitive interfaces, this paper presents novel training methodologies based on the use of these types of programs. Specifically, the use of GeoGebra, MATLAB/Simulink and Autodesk Inventor is proposed. In view of the results obtained after the first test courses, the teaching experience can be considered satisfactory and with great potential for the future.

Power transmission systems are subjected, under operating conditions, to diverse kinds of loads. Their failure is studied, from a theoretical point of view, in Machine Design subjects in Engineering Schools. This paper presents the procedure, proposed to students who study the subject through distance education, for modelling and analysing the stresses on a gear transmission, based on the Finite Element Method (FEM). Nowadays, FEM is a widely used tool for stress analysis and deflection in mechanical design. Considering the importance of this kind of tool, Autodesk Inventor is used to perform the analysis of a mechanical system. This analysis is a suitable complement to the explanations and theoretical developments presented during the teaching activity, serves as a support to student learning, and is used as part of the continuous evaluation.

In this work reverse engineering has been applied. To carry out this process, some plans and videos are used to make the mechanism in 3D. The Juanelo Turriano mechanism, which served to raise water in the city of Toledo, has been taken as a reference for the application of this work. This work is based on a video provided by the Juanelo Turriano Foundation in which the complete mechanism can be seen. To carry out the work, all the parts of which the mechanism is composed have been identified in the first place in order to be able to carry out the final assembly and be a functional mechanism. With this type of work, imagination is greatly developed since there are some pieces that have to be designed in a functional way that cannot be seen in this case in the video.

The alert situation due to Covid-19 caused traditional university teaching to go from face-to-face to on-line in less than a week. This article presents the experience and the measures adopted in this change of type of teaching in some subjects of the Barcelona School of Industrial Engineering of the UPC that depend on the Department of Mechanical Engineering (DEM). The subjects adopted different forms to face the new situation; those analyzed also made efforts to ensure quality teaching by developing new materials and adapting teaching and assessment systems. In some cases, it was decided to promote activities aimed at developing skills, emphasizing student self-management and, ultimately, promoting their active learning. Another aspect of this work is that it analyzes whether, really, the effort made during confinement has represented a teaching innovation in these subjects or has been just a mirage. For this, the results of two surveys carried out among the professors of the department in which they are asked about the tools they used, and still use, and their interest in sharing the experiences are presented. These results indicate that the resources used have served to improve and innovate in some aspects of DEM teaching.

The COVID-19 pandemic was a turning point in how teaching activity was carried out. The sudden lockdowns and the subsequent health restrictions made the teachers improvise and adapt their approach in a short time, making use of new technologies. This had a special impact on the classes developed in laboratories. In the case of this work, this imposed change was also the perfect time to address different issues that had hampered the grades obtained by the students and distorted the spirit of “lab classes”. The subject of this study, Machine Theory, has proved to respond positively when implementing elements based on audiovisual technologies. As can be seen throughout this paper, the results show that the grades have improved, the health regulations have been fulfilled and the students are satisfied with the new approach.

Advanced Technologies in Analysis and Diagnostic of Machinery is taught in the Master in Industrial Mechanics at Universidad Carlos III de Madrid. The difficulty of this subject is that most of the theoretical contents are advanced, and at the same time new for the students. Besides their training is uneven and the number of teaching hours is short, which makes that sometimes the contents are not easy to consolidate. At the year 2017, it was observed that most students did not participate when a question was asked by the professor. Besides, the average final exam mark was low. For this reason, from 2018 it was decided to remove the group work, that had a strong experimental component, and avoid the real measurements on the part of the students. In its place it was introduced an individual work, that involves the diagnosis of rotating machinery using vibration signals given to the students (they do not measure them). The application of the personal work is used as example during the classes, to reinforce the theoretical contents. Until that moment, the evaluation strategy was purely summative. In 2020, a new formative evaluation strategy was introduced. It is based on online questionnaires that encourage students to keep up-to-date with the course. The questionnaires were introduced in the practical sessions, accounting for 10% of the final grade. This provided valuable information for the teacher, because it is possible to see in real time if the concepts have been consolidated or not, and rethink strategies. The implementation of the questionnaires is useful also for self-evaluation of the students, since they can detect gaps in knowledge. It has been observed that the final exam grade has notably improved with the implementation of these actions.